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Learner control over full and lean computer-based instruction under differing ability levels
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DOI：10.1007/BF02313399.png)
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This study examined the effects of type of instructional control and program mode on the achievement, option use, time in the program, and attitudes of higher-ability and lowerability university students. Ability level was determined using participants' Scholastic Aptitude Test (SAT) and American College Testing Assessment (ACT) scores. Participants were randomly assigned to four versions of a computer-delivered instructional program within higher-ability and lowerability groups. The four versions of the instructional program were created by crossing the two control conditions (learner control, program control) with the two program modes (full, lean). Participants in the full program scored significantly higher on the posttest than those in the lean program, and higher-ability students scored significantly higher than lower-ability students. Learner-control participants chose to view 68% of the optional screens in the full program but only 35% in the lean one, and participants also spent significantly more time in the full version. Participants had more favorable attitudes toward learner control than program control.
Keyword:
ASSISTED-INSTRUCTION
CONCEPT-ACQUISITION
CONTROL STRATEGIES
DESIGN VARIABLES
CONCEPT LESSON
CAI
MATHEMATICS
PREFERENCES
ACHIEVEMENT
STUDENTS
期刊
E
IF:
4.2
论文数:
2.2K
被引数:
7.0K
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